The Role of Higher Education in Capacity Building

The Role of Higher Education in Capacity Building in Developing Countries HISA Conference, Port Elizabeth, 3 July 2013 Health Informatics Capacity Development through South-South, North-South and South-North Collaboration: Health Informatics Qualifications Retha de la Harpe, Ass Prof, Cape Peninsula University of Technology, South Africa Mikko Korpela, DTech, Docent Research Director, UEF, School of Computing, HIS R&D, Kuopio, Finland Adjunct Prof, CPUT, Dept of IT, Cape Town, South Africa Honorary Prof, NMMU, School of IT, Port Elizabeth, South Africa www. cput. ac. za www. uef. fi/his delaharper@cput. ac. za mikko. korpela@uef. fi

INDEHELA initiative INDEHELA (Informatics Development for Health in Africa) is a long term initiative to strengthen the capacity of the participating African higher education institutions to contribute to the socio-economic and human development in their countries, particularly in the scientific field of Health Informatics (HI) and the practice of e-health. … by means of international collaboration. Mikko Korpela 4. 5. 2012 2

Current INDEHELA projects – 2 INDEHELA-ICI: Institutional Collaboration Instrument for Informatics Development for Health in Africa • Focuses on developing the capacities of three African HEIs in Health Informatics and e-health education in three areas: 1. Staff development 2. Educational capacity development 3. Administrative capacity development. • Partners: Finland: UEF and Savonia; Africa: OAU, UEM, CPUT • Expected timeframe: 3 5 years (two funding periods) • Current funding: 18 months (till end of 2012) Mikko Korpela 3

INDEHELA-ICI project, cont. Expected results by end of 2012 (current funding): • Staff development: • 6 10 junior and 3 5 senior academic staff have been identified • Each junior member with a feasible postgraduate degree plan / proposal • Supervisors appointed, African Finnish co supervision / mentoring groups • Educational capacity development: • Each African partner HEI has the curriculum and a timed plan for implementing its Masters and/or certificate programme • First modules have been designed, the teaching / learning methods set, and at least one pilot module implemented in each African partner HEI • Administrative capacity development: • Project Coordinator / Project Officer / Administrator with good organizing skills has been identified and employed in each African partner HEI • Legal and financial project administration practices created within each HEI and at the international level • Personal development plans approved for each project officer Mikko Korpela 4

INDEHELA-ICI project, cont. Core activities required to achieve the results: workshops at all African partner HEIs 1. 2. 3. 4. 4 b. 5. OAU, Nigeria: September 2011 CPUT, South Africa: November 2011 OAU, Nigeria: February 2012 UEM, Mozambique: June 2012 CPUT, South Africa: October 2012 OAU, Nigeria: November 2012 Senior experts from both African and European partners Between workshops, electronic communication (web site, email lists, skype meetings, skype lectures) At OAU and UEM, infrastructure development, too 5

Partners • 2 Continents • 4 Countries – 6 Universities • Finland • University of Eastern Finland • Savonia University of Applied Sciences • South Africa • Cape Peninsula University of Technology (IT Department) • University of Western Cape (School of Nursing) • Mozambique • Eduardo Mondlane University • Nigeria • Obafemi Awolowo University 6

Resource Persons (main) University of Eastern Finland Prof Mikko KORPELA Prof Kaija SARANTO (Health) Savonia University of Applied Sciences, Kuopio Dr Pirkko KOURI (Nursing) Obafemi Awolowo University, Ile-Ife, Nigeria Prof Hettie Abimbola SORIYAN (Information Systems) Prof Omolola Oladunni IRINOYE (Nursing) Eduardo Mondlane University, Maputo, Mozambique Prof Emilio MOSSE (Computer Sciences) Prof Gertrudes MACUEVE (Computer Sciences) Dr Humberto MUQUINGUE (Public Health) Dr Joao Carlos MAVIMBE (Public Health) Cape Peninsula University of Technology, Cape Town, South Africa Prof Retha de la HARPE (IT) Prof Bennett ALEXANDER (IT) University of Western Cape Prof Yinka ADEJUMO (Nursing) 7

INDEHELA-ICI project, cont. Mikko Korpela 4. 5. 2012 8

Definitions used in INDEHELA • Health Informatics is a scientific field • e Health is a domain of practice • Both are about the use of information and communication echnologies for t improved healthcare services and thus indirectly for better health • Informatics ← informatique (French) ← information + automatique ~ automatic data processing ~ EDP! • General umbrella term for ”Information Technology related”; e. g. , Depart of Informatics ~ Dept of ICT Mikko Korpela 9

Current INDEHELA projects – 1 ISD 4 D research project A Holistic Information Systems Development Approach for Societal Development • Funding from the Academy of Finland for 4 years from Sept 2011 • 2 workshops per year, ZA and MZ alternating African country Universities International collaboration Research Education Relevant socio-tech info systems? Relevant socio-tech methods? Technology providers Design Support Skilled workers, methods Socio tech systems Healthcare providers Mgment Care Needs Community, citizens Societal development? Services Mikko Korpela 10

The possible role of Finnish HEIs in community development in the South Finland Government Higher education institutions International collaboration African country Government Universities Research Education Engagement Technology providers Skilled workers, methods Design Support Products and services Service providers Mgment Care Direct impact Needs Community, citizens Services Mikko Korpela 23. 5. 2012 11

The holistic ISD 4 D approach Mikko Korpela 12

Action research in real-life cases Mikko Korpela 4. 5. 2012 13

6 Feb 2012 14

Informatics and Information Management • How is the field defined as a practice and a science? • Internationally an umbrella term e. Health is also used • Traditionally in health care the definitions have based on professional use of information: nursing , medical , dental informatics, but also consumer health informatics • From various definitions three orientations can be synthesized: • information technology , • conceptual • role orientation Eysenbach G. 2001. Eysenbach G. What is e-health. [internet] 18 -06 -2001 [1910 2009] reached at http: //www. ncbi. nlm. nih. gov/pmc/articles/PMC 1761894/ Staggers N & Bagley Thompson C. 2002. The Evolution of Definitions for Nursing Informatics. A Critical Analysis and Revised Definitions. Journal of American Medical Informatics Association 9(3), 255 261. Kaija Saranto 15

The paradigm for health and human services informatics: main concepts and research interests Steering and organising of information management in work processes Body of Knowledge Context: Social and healthcare Action Data Use of ICT Data models, structures Knowledge, management and informatics competencies Actors Kaija Saranto Technology 16

Adapted from: Saranto K, Korpela M, eds. Tietotekniikka ja tiedonhallinta sosiaali- ja terveydenhuollossa, WSOY 1999 Dimensions of Health Informatics Mikko Korpela 17

IMIA Knowledge Base 1. Computer Science for health Informatics (ICT for Health) 2. Health & Social Care processes 3. Health (care) records 4. Health and Social care Industry 5. Health informatics standards 6. Knowledge Domains and Knowledge Discovery 7. Legal and Ethical 8. People in organisations 9. Politics and policy 10. Technologies for health 11. Terminology, classification and grouping 12. Uses of clinical information 13. Using informatics to support clinical healthcare governance 14. Computer Systems applications in Health (Toolkit) HISA 2013 3 July 2013 18

Rationale for Health Informatics Fundamentals • Stand alone module to introduce Health Informatics • It is aimed at persons who already has a basic qualification • It does not assume any discipline specific prior knowledge • It exposes the person to the main knowledge areas that represent health informatics • It provides a basis for further specialisation in one or more knowledge areas • It can be used for Continuous Professional Development • It is possible to take specific topics and incorporate these into other modules HISA 2013 3 July 2013 19

Health Informatics Fundamentals at CPUT • Offered as a semester course in 2012 • Part of the Btech Degree (NQF Level 7) • Content created from materials developed at the HEI ICI workshops by the senior resource persons • Different lecturers taught the different topics • 20 Full time and 8 Part time students registered for it during 2012 • This resulted in an increase in post graduate students doing health informatics related research HISA 2013 3 July 2013 20

SUBJECT/MODULE INFORMATION BTECH: INFORMATION TECHNOLOGY Name of programme Name of responsible INFORMATION TECHNOLOGY department Name of Head of Course Coordinator: Prof Retha de la Harpe Department or programme coordinator HOD : Prof Bennett Alexander & contact details SUBJECT NAME: HEALTH INFORMATICS Suggested name of the FUNDAMENTALS SAPSO SUBJECT NAME: subject/module APPLICATION TECHNOLOGY IV (SAPSO CODE: 69900306) Suggested CPUT HIF 400 S subject code Level of subject within 4 th Year (BTech) the programme SAQA Credit value 12 (1 SAQA credit = 10 notional hours) = 3 ECTS HEQF level 7 Pre-requisites Any NQF Level 6 or 7 qualification Co- requisites None Compulsory or elective Elective Major subject No Notional hours 120 (1 SAQA credit = 10 notional hours) Contact time 1. 5 - 2 Hours per week contact time (12 -15 weeks) 21

Expected Learning Outcomes At the end of this subject the student should have the basic knowledge and skills in ICT as it is needed and used in medicine and healthcare to be prepared for a career in Health Informatics in academic, healthcare, government or industrial settings. The specific outcomes to achieve the above are: • Identify and describe the elements of the Health Informatics Field • Distinguish (comprehension – confirming use of knowledge ) between the different health informatics knowledge areas • Explain the relevance of informatics in healthcare service provision in both global and local contexts • Indicate how ICT could facilitate healthcare service provision • Describe health informatics as a profession 22

Summary of Module Content • Basic terms and concepts in Health Informatics • Health care systems • Information recording in healthcare • Using information for healthcare professional • Using Health Information for patients and communities • Information systems in healthcare • Using information technologies in Healthcare • Socio-technical issues in healthcare • Integration of service, work and information flows in practice • Legal and ethical issues • Principles of project management 23

References ACM and IEEE. 2006. ACM Computing Curricula 2005. The overview Report covering undergraduate degree programs in Computer Engineering, Computer Science, Information Systems, Information Technology, Software Engineering Longenecker, HE, Campbell, SM, Landry, JP, Pardue, H. , Daigle, RJ. A Health Informatics Curriculum Compatible with IS 2010 and IMIA. Recommendations for an Undergraduate Degree. 2011. Information Systems Educators Conference 2011 ISECON Proceedings Wilmington North Carolina, USA. Mantas, J. , Ammenwerth, E. Demiris, G. , Hasman, A. , Haux, R. , Hersh, W. , Hovenga, E. Lun, K. C. , Marin, H. , Martin Sanchez, F. and Wrigth, G. 2010. Recommendations of the International Medical Informatics Association (IMIA) on Education in Biomedical and Health Informatics. Methods in Inf Med 2. 24

Information recording in healthcare Content: 1. Different patient record types, structures and media for patient data; 2. Data quality of patient data; 3. Patient identifiers, accessibility and integrity; 4. Global and local health information recording; Learning Outcomes: Assessment At the end the learner must have the ability to: 3. 1, 3. 2 & 3. 5 Collect real world 1. Compare the different record types and its examples of different record storage media (paper, electronic and mobile), types and: a) indicate the e. g. , patient record, health record, personal differences between them; b) health record, mobile health record, medical describe their structure; c) record, etc. indicate how they support the 2. Describe the structure of the different record purpose for which they are types by indicating the data sets required to used; d) and compare these support the purpose for which it will be used examples with similar records 3. Explain the data quality implications of used in other contexts capturing and using patient data (this includes 3. 3 Identify data quality dimensions such as interaction, problems for a specific case presentability, intrinsic and contextual as well as based on quality dimensions reference to minimum data sets) relevant to healthcare 4. Explain the considerations for unique patient 3. 4 & 3. 5 Discuss unique patient identifiers; data integrity; and access to patient identifiers, data integrity and records. access to patient data for a 5. Identify the aspects of information recording in specific case and consider the healthcare relevant to the global and local influence of different contexts on contexts. these aspects 25

Information recording in healthcare (cont. ) Outcomes 5. Data roles; 6. Information recording terminology, standards and taxonomies. Content Assessment 6. Describe how users in 3. 6 Explain how users the roles of data interact with patient producers, consumers data in the different and custodians interact roles with health information 3. 7 Provide examples of the 7. List the different health nonemclatures, information related vocabularies, terminologies, clinical terminology, standards coding systems, and taxonomies ontologies and taxonomies relevant to health records 26

South Africa Qualification Framework New Structure Prof D 10 Prof M 9 G A P 8 7 6 To be phased out BTech 5 HC Res M/course M Hons PG Dip AD AC Dip 240 DTech Dip 360 Deg 360 Prof Deg 480 Deg 360